P4C Practices in Mathematics Education: The Case of Math Stories

İbrahim Çetin; Hatice Çetin

Makale detayları

P4C Practices in Mathematics Education: The Case of Math Stories

Yazarlar:

İbrahim Çetin | Hatice Çetin

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sistematik Felsefe (Diğer)

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.515-558

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301279

pISSN:

2645-8950

Anahtar kelimeler:

Özet:

 This study aims to examine the questions that middle school students formulated during Philosophy for Children P4C activities. The research is a case study from qualitative research designs. The participants of the study were 7th grade middle school students from a public school. Within the scope of the research, five math story videos were shown to the students as stimuli, and then the students were asked to form questions about these videos and then discuss them. Within the scope of the research, 97 valid questions were generated. These questions were analyzed using an indicator developed by the researchers that included four different categories. These categories are Basic Knowledge and Recall, Cause and Effect Analysis, Critical Thinking and Evaluation and Empathizing and Expressing Thoughts. The categories emerged as the questions were analyzed during the research. According to the findings, the questions in the first category are questions related to students ability to understand and remember basic information, such as who, what, where, when, and how. Questions in the second category were more related to students ability to understand cause and effect relationships and required students to think more deeply and analytically. In the third category of the study, it was found that students questioned the topics with a critical perspective and discussed different possible scenarios. Finally, in the fourth category, students generated questions related to their ability to express their own thoughts and to understand and accept different perspectives. When the students started the activities, they produced questions mostly in the knowledge and recall category, but as the activities progressed, it was observed that they used different thinking skills such as empathizing and critical thinking to produce questions in this direction and that these skills improved over time. In conclusion, the study provides an important perspective to understand middle school students question generation skills and thought processes during P4C activities.

 This study aims to examine the questions that middle school students formulated during Philosophy for Children P4C activities. The research is a case study from qualitative research designs. The participants of the study were 7th grade middle school students from a public school. Within the scope of the research, five math story videos were shown to the students as stimuli, and then the students were asked to form questions about these videos and then discuss them. Within the scope of the research, 97 valid questions were generated. These questions were analyzed using an indicator developed by the researchers that included four different categories. These categories are Basic Knowledge and Recall, Cause and Effect Analysis, Critical Thinking and Evaluation and Empathizing and Expressing Thoughts. The categories emerged as the questions were analyzed during the research. According to the findings, the questions in the first category are questions related to students ability to understand and remember basic information, such as who, what, where, when, and how. Questions in the second category were more related to students ability to understand cause and effect relationships and required students to think more deeply and analytically. In the third category of the study, it was found that students questioned the topics with a critical perspective and discussed different possible scenarios. Finally, in the fourth category, students generated questions related to their ability to express their own thoughts and to understand and accept different perspectives. When the students started the activities, they produced questions mostly in the knowledge and recall category, but as the activities progressed, it was observed that they used different thinking skills such as empathizing and critical thinking to produce questions in this direction and that these skills improved over time. In conclusion, the study provides an important perspective to understand middle school students question generation skills and thought processes during P4C activities.

 This study aims to examine the questions that middle school students formulated during Philosophy for Children P4C activities. The research is a case study from qualitative research designs. The participants of the study were 7th grade middle school students from a public school. Within the scope of the research, five math story videos were shown to the students as stimuli, and then the students were asked to form questions about these videos and then discuss them. Within the scope of the research, 97 valid questions were generated. These questions were analyzed using an indicator developed by the researchers that included four different categories. These categories are Basic Knowledge and Recall, Cause and Effect Analysis, Critical Thinking and Evaluation and Empathizing and Expressing Thoughts. The categories emerged as the questions were analyzed during the research. According to the findings, the questions in the first category are questions related to students ability to understand and remember basic information, such as who, what, where, when, and how. Questions in the second category were more related to students ability to understand cause and effect relationships and required students to think more deeply and analytically. In the third category of the study, it was found that students questioned the topics with a critical perspective and discussed different possible scenarios. Finally, in the fourth category, students generated questions related to their ability to express their own thoughts and to understand and accept different perspectives. When the students started the activities, they produced questions mostly in the knowledge and recall category, but as the activities progressed, it was observed that they used different thinking skills such as empathizing and critical thinking to produce questions in this direction and that these skills improved over time. In conclusion, the study provides an important perspective to understand middle school students question generation skills and thought processes during P4C activities.

 Bu araştırma, ortaokul öğrencilerinin Çocuklar için Felsefe P4C etkinlikleri sırasında oluşturdukları soruları incelemeyi amaçlamaktadır. Araştırma nitel araştırma desenlerinden durum çalışmasıdır. Araştırmanın katılımcıları bir devlet okulunda öğrenim göre ortaokul 7. sınıf öğrencileridir. Araştırma kapsamında, beş adet matematik hikayesi videosu öğrencilere uyaran olarak izletilmiş daha sonrasında öğrencilerden izledikleri bu videolara yönelik sorular oluşturmalarını ve akabinde tartışmaları istenmiştir. Araştırma kapsamında 97 adet geçerli soru üretilmiştir. Öğrencilerin oluşturdukları bu sorular, araştırmacılar tarafından geliştirilen dört farklı kategori içeren bir gösterge analiz edilmiştir. Bu kategoriler; Temel Bilgi ve Hatırlama, Neden-Sonuç Analizi Eleştirel Düşünme ve Değerlendirme ve Empati Kurma ve Düşüncelerini İfade Etme dir. Kategoriler araştırma süresince soruları analiz ettikçe ortaya çıkmıştır. Bulgulara göre, ilk kategorideki sorular öğrencilerin temel bilgileri anlama ve hatırlama yeteneklerine yönelik; kim, ne, nerede, ne zaman ve nasıl gibi sorulardır. İkinci kategorideki sorular daha çok neden-sonuç ilişkilerini anlama becerileri ile ilgili olup, öğrencilerin daha derinlikli ve analitik düşünmelerini gerektirmiştir. Araştırmanın üçüncü kategorisinde, öğrencilerin eleştirel bir bakış açısı ile konuları sorguladığı ve olabilecek farklı senaryoları ele aldığı tespit edilmiştir. Son olarak, dördüncü kategoride öğrencilerin kendi düşüncelerini ifade etme ve farklı bakış açılarını anlama ve kabul etme yetenekleri ile ilgili sorular ürettikleri tespit edilmiştir. Öğrenciler etkinliklere başladığında daha çok bilgi ve hatırlama kategorisinde sorular üretirken etkinlikler ilerledikçe empati kurma, eleştirel düşünme gibi farklı düşünce becerilerini kullanarak bu yönde sorular ürettikleri ve bu becerilerinin zamanla geliştiği gözlemlenmiştir. Sonuç olarak, araştırma ortaokul öğrencilerinin P4C etkinlikleri sırasında soru üretme becerilerini ve düşünce süreçlerini anlamak için önemli bir perspektif sunmaktadır.

Makale detayları

P4C Practices in Mathematics Education: The Case of Math Stories

Yazarlar:

İbrahim Çetin | Hatice Çetin

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sistematik Felsefe (Diğer)

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.515-558

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301279

pISSN:

2645-8950

Philosophy for Children

History of Mathematics

Questions

Critical Thinking

EmpathyÇocuklar için Felsefe

Matematik Tarihi

Soru Sorma

Eleştirel Düşünme

Empati

Sayı

Makale detayları

Yazarlar: İbrahim Çetin | Hatice Çetin

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Sistematik Felsefe (Diğer)

Dergi: Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.515-558

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301279

pISSN: 2645-8950

Sayı

Yazarlar:

İbrahim Çetin | Hatice Çetin

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Sistematik Felsefe (Diğer)

Dergi:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.515-558

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301279

pISSN:

2645-8950